Abstract

The specific aims of this research study were to (a) examine the differential effect of three different music interventions, namely the interactive music playing therapy (“music and singing”), interaction music singing therapy (“singing”), and receptive music therapy (“listening”) studying the varying latency periods in the response time it took 3-year-old children diagnosed with autism spectrum disorder (ASD) to elicit the target word vocally; and (b) assess the index of happiness of children with ASD after the implementation of the three music interventions, which can, in turn, be used to influence their overall quality of life through this specific intervention. This study used a combined single-subject research design consisting of delayed multiple baseline across the participants and a multielement design to compare the effects of each music intervention technique targeting the child’s verbal response during playback of a practiced song. Findings demonstrated “singing” to be associated with the lowest latency compared to the other two interventions (“listening” and “singing and music”) across participants. Additionally, happiness levels varied from neutral to happy, signifying an overall positive experience during participation in the music applied behavior analysis (ABA) intervention.

Highlights

  • Communication and social skill deficits are two critical impairments characterizing children with autism spectrum disorder (ASD) along with restricted and repetitive behaviors, interests, or activities (American Psychiatric Association [APA], 2013)

  • Given the therapeutic impact it has on individuals with communication and social skill deficits, music is an ideal intervention to use for children with ASD (Mendelson et al, 2016)

  • The findings revealed that singing did serve as an effective antecedent variable and automatic reinforcer with applied behavior analysis (ABA) VB training in verbal enhancement

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Summary

Introduction

Communication and social skill deficits are two critical impairments characterizing children with autism spectrum disorder (ASD) along with restricted and repetitive behaviors, interests, or activities (American Psychiatric Association [APA], 2013). ASD usually manifests in early childhood and persists through life (American Psychiatric Association [APA], 2013). Because children with ASD have difficulties completing everyday tasks, ABA breaks down skills into manageable tasks builds on them so that a child can learn in the natural environment. When ABA is delivered in a fun, playful, and positive way, it can be an ideal means to help a child learn functional skills (Hall and Isaacs, 2011). Given the therapeutic impact it has on individuals with communication and social skill deficits, music is an ideal intervention to use for children with ASD (Mendelson et al, 2016)

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